Lesson Focus rContent Knowledge: Competing Interests Impacting Environmental Issues rContent Skill(s): Note taking, identifying points of view and competing interests
rThinking Skill(s): Analysis
rHabits of Mind: Questioning and Problem Posing
Lesson Title: Competing Perspectives on Environmental Issues Implementation Time: Approx. 40 min.
Resource(s): Project Learning Tree lesson from Exploring Environmental Issues: Biodiversity (adapted from Lesson 2 Protected Areas: Issues and Analysis
Materials Needed: handout -Components of an Environmental Issue, student pages 23-25 (Protected Area #5: Florida Everglades, Florida at War with Water),handout-Analyzing the Issue, chart paper
Learner Outcome(s):What will happen for learners as a result of this lesson?Through analyzing competing interests impacting water quality in another part of the country (Florida Everglades), students will understand some of the issues and conflicts common to many environmental issues and have a foundation for more in-depth research of stakeholder perspectives on improving the health of the Puget Sound.
Procedure: 1)Share with students that before doing some research into the competing perspectives on the health of the Puget Sound, they will look at a case study of a similar environmental issue in another part of the country: Water Management in the Florida Everglades. 2)Review “Components of an Environmental Issue” handout (option might be to use document camera and review aloud as a class; then post online for students to review later). 3)Distribute copies of the case study (pp23-25) to students. Individually or as a class have them read through the scenario. 4)In small groups (3-4) have students complete the “Analyzing the Issue” sheet. Have them discuss evidence that helps them determine the interests/beliefs, and priorities of each stakeholder group. Are there stakeholders with common interests? Common priorities? How wide of a range of perspectives are expressed through the seven perspectives? Are there any possible solutions that meet the interests of all parties? 5)As a class, briefly discuss possible solutions each group identified. 6)Hand out chart paper to each group. Ask students to brainstorm as many different interest groups they can think of who have a stake in what is done with the Puget Sound and surrounding communities. Next to each stakeholder group, ask them to speculate what that group’s priority might be.
Closure/ Assessment: Have students write and post reflections to their wiki blogs: How does the case study of water management in the Everglades compare to what you have learned thus far about the health of the Puget Sound? (similarities and differences).
The Components of an Environmental Issue Understanding environmental issues can be complex. One way to investigate and analyze an issue is to look at the following components:
Problem: A condition in which something is at risk. Most environmental problems involve the interaction of humans and the environment, as well as the threat or risk associated with that involvement. (Think about what is at stake when defining an environmental problem.)
Issue: A problem, or its solution, for which differing beliefs and values exist, usually involving two or more stakeholders who don’t agree. Often, different parties disagree on how to resolve an environmental problem. This conflict turns an environmental problem into an environmental issue. Stakeholder: The individuals or groups who are involved or impacted by an issue. Interests: What the concerns or desires are of each stakeholder.
Beliefs: The ideas concerning the issue, whether true or not, held by the stakeholders. A belief is strongly tied to a person’s values and priorities.
Priorities: The relative worth that an individual places on something. Some examples used in labeling environmental priorities are: cultural, ecological, economic, educational, recreational, social.
Solutions: The various strategies proposed to resolve an issue.
Adapted from Project Learning Tree- Exploring Environmental Issues: Biodiversity
Lesson Focus rContent Knowledge: Competing Interests/Points of View impacting environmental issues (Puget Sound Clean-up), Sustainability rContent Skill(s): Note taking, identifying points of view and competing interests
rThinking Skill(s): Finding Evidence, Point of View,
rHabits of Mind: Questioning and Problem Posing, Gathering Data
Lesson Title: What’s at Stake? What to Do?-- Researching and Simulating Positions of Various Stakeholders Implementation Time: Approx. 3 class periods including 10 min. mini-lessons on each:
Finding Evidence
Primary/Secondary/Tertiary Resources
Detecting Bias/Evaluating Sources
Resource(s): Poster of stakeholder groups, Bold cleanup plan to save Puget Sound gets green light-PSP video: http://www.psp.wa.gov/aa_action_agenda.php Materials Needed: Stakeholder note-taking sheets, finding evidence graphic organizer(options-butcher paper w/post-it notes, online organizing tool,such as www.mywebspiration.comor www.ubernote.com ), netbooks
Learner Outcome(s):What will happen for learners as a result of this lesson?Through researching positions of various stakeholder groups impacted by Puget Sound students will recognize competing interests and be able to identify the diverse points of view that impact environmental issues in our region and world. They will understand that sustainable solutions need to take into account the various interests within a community.
Procedure: 1)Referring to the previous lesson of the Everglades case study, let students know they will now research some of the stakeholder groups concerned with the Puget Sound.
Point out that even within stakeholder groups there may be a wide range of perspectives. With that in mind, they will research to learn more about the key interests/beliefs and priorities of a few specific stakeholder groups. 2)Show the poster of stakeholder groups which students will be exploring: ·Loggers/Timber industry ·Commercial Fishing Industry ·Makah Nation ·Duwamish ·Orca (perspectives of citizens/agencies concerned with Orca) ·Chinook Salmon (perspectives of citizens/agencies concerned with Chinook) ·Land Developers ·Tourism Industry 3)Assign students to groups of 3-4 to research 8 different stake holder groups. Have groups define roles/responsibilities for research.
4)Pose Problem: Sound is polluted. Competing interests at stake in addressing the concerns a)Environmental Preservation (Restoration) b)Economic Growth c)Cultural Diversity and Traditions
Situation--Evidence indicates that Puget Sound is polluted. There are many factors that have contributed to this and there is agreement that measures need to be taken to improve and preserve the environment. At the same time, the population of the region is expected to continue to grow and there is agreement that preserving a vibrant and growing economy is important. The region also has a rich history and culture which most would argue is important to honor and uphold. With these competing interests, it’s a challenge to find common ground on just what measures should be taken to clean up Puget Sound.
Problem: Considering the competing interests of environmental preservation, economic growth and cultural diversity and traditions, how can the health of Puget Sound be improved for a sustainable future? 5)Small groups research interests/beliefs of one of the stakeholder groups. Hand out finding evidence graphic organizers for note taking--Students research what this group would likely support or oppose about each of the three competing interests. Which of the three concerns is would likely be of highest priority to this group? Is there a plan that addresses all three interests that this group might support? As part of research, identify specific organizations associated with this stake holder group (provide at least two groups/agencies)—students should make e-mail/phone contact to ask this group about their views. (Potential for video conferencing?)—example of primary source for research as well
6)Each group prepares a three minute persuasive “speech” to share at a roundtable discussion of various stakeholders. Include what they think should be priority in clean-up and why. --After each group presents, ask students to prepare to discuss each other’s proposals and reach an agreement that all groups can support (Debate/discussion/argument)— --Set a specific amt. of time for this…goal is all 8 agree, if no agreement in time allotted, have group vote on best proposal (group may make changes to any of the original proposals…should not compromise their most important values/beliefs).
Closure/ Assessment: After discussion time, each group (individual) completes journal reflection… a)Was an agreement reached? If so, did it seem realistic—explain. If not, what were main barriers? b)What proposal would you personally most support? Why? c)Have students include reflection of how process felt and how what they felt strengths and weaknesses were of their contribution.
TRANSITION TO THE BROAD PROPOSAL OF THE PSP and how they approached reaching agreement on action plan.
Show Bold cleanup plan to save Puget Sound gets green light (PSP video…) have students notice various speakers and the organizations each represent http://www.psp.wa.gov/aa_action_agenda.php
PSP approach: 1.What is a healthy Puget Sound? 2.What is the current status of Puget Sound and what are the biggest threats to it? 3.What actions must be taken to move from where we are today to a healthy Puget Sound by 2020? Where do we start?
r Content Knowledge:
Competing Interests Impacting Environmental Issues
r Content Skill(s): Note taking, identifying points of view and competing interests
r Thinking Skill(s): Analysis
r Habits of Mind:
Questioning and Problem Posing
Environmental Issues
Implementation Time: Approx. 40 min.
Resource(s): Project Learning Tree lesson from Exploring Environmental Issues: Biodiversity (adapted from Lesson 2 Protected Areas: Issues and Analysis
Materials Needed: handout -Components of an Environmental Issue, student pages 23-25 (Protected Area #5: Florida Everglades, Florida at War with Water), handout-Analyzing the Issue, chart paper
1) Share with students that before doing some research into the competing perspectives on the health of the Puget Sound, they will look at a case study of a similar environmental issue in another part of the country: Water Management in the Florida Everglades.
2) Review “Components of an Environmental Issue” handout (option might be to use document camera and review aloud as a class; then post online for students to review later).
3) Distribute copies of the case study (pp23-25) to students. Individually or as a class have them read through the scenario.
4) In small groups (3-4) have students complete the “Analyzing the Issue” sheet. Have them discuss evidence that helps them determine the interests/beliefs, and priorities of each stakeholder group. Are there stakeholders with common interests? Common priorities? How wide of a range of perspectives are expressed through the seven perspectives? Are there any possible solutions that meet the interests of all parties?
5) As a class, briefly discuss possible solutions each group identified.
6) Hand out chart paper to each group. Ask students to brainstorm as many different interest groups they can think of who have a stake in what is done with the Puget Sound and surrounding communities. Next to each stakeholder group, ask them to speculate what that group’s priority might be.
Closure/ Assessment:
Have students write and post reflections to their wiki blogs: How does the case study of water management in the Everglades compare to what you have learned thus far about the health of the Puget Sound? (similarities and differences).
Understanding environmental issues can be complex. One way to investigate and analyze an issue is to look at the following components:
Problem: A condition in which something is at risk. Most environmental problems involve the interaction of humans and the environment, as well as the threat or risk associated with that involvement. (Think about what is at stake when defining an environmental problem.)
Issue: A problem, or its solution, for which differing beliefs and values exist, usually involving two or more stakeholders who don’t agree. Often, different parties disagree on how to resolve an environmental problem. This conflict turns an environmental problem into an environmental issue.
Stakeholder: The individuals or groups who are involved or impacted by an issue.
Interests: What the concerns or desires are of each stakeholder.
Beliefs: The ideas concerning the issue, whether true or not, held by the stakeholders. A belief is strongly tied to a person’s values and priorities.
Priorities: The relative worth that an individual places on something. Some examples used in labeling environmental priorities are: cultural, ecological, economic, educational, recreational, social.
Solutions: The various strategies proposed to resolve an issue.
Adapted from Project Learning Tree-
Exploring Environmental Issues: Biodiversity
r Content Knowledge:
Competing Interests/Points of View impacting environmental issues (Puget Sound Clean-up), Sustainability
r Content Skill(s): Note taking, identifying points of view and competing interests
r Thinking Skill(s): Finding Evidence, Point of View,
r Habits of Mind:
Questioning and Problem Posing, Gathering Data
Researching and Simulating Positions of
Various Stakeholders
Implementation Time: Approx. 3 class periods
including 10 min. mini-lessons on each:
Resource(s): Poster of stakeholder groups, Bold cleanup plan to save Puget Sound gets green light-PSP video:
http://www.psp.wa.gov/aa_action_agenda.php
Materials Needed: Stakeholder note-taking sheets, finding evidence graphic organizer(options-butcher paper w/post-it notes, online organizing tool, such as www.mywebspiration.com or www.ubernote.com ), netbooks
1) Referring to the previous lesson of the Everglades case study, let students know they will now research some of the stakeholder groups concerned with the Puget Sound.
Point out that even within stakeholder groups there may be a wide range of perspectives. With that in mind, they will research to learn more about the key interests/beliefs and priorities of a few specific stakeholder groups.
2) Show the poster of stakeholder groups which students will be exploring:
· Loggers/Timber industry
· Commercial Fishing Industry
· Makah Nation
· Duwamish
· Orca (perspectives of citizens/agencies concerned with Orca)
· Chinook Salmon (perspectives of citizens/agencies concerned with Chinook)
· Land Developers
· Tourism Industry
3) Assign students to groups of 3-4 to research 8 different stake holder groups.
Have groups define roles/responsibilities for research.
4) Pose Problem:
Sound is polluted. Competing interests at stake in addressing the concerns
a) Environmental Preservation (Restoration)
b) Economic Growth
c) Cultural Diversity and Traditions
Situation--Evidence indicates that Puget Sound is polluted. There are many factors that have contributed to this and there is agreement that measures need to be taken to improve and preserve the environment. At the same time, the population of the region is expected to continue to grow and there is agreement that preserving a vibrant and growing economy is important. The region also has a rich history and culture which most would argue is important to honor and uphold. With these competing interests, it’s a challenge to find common ground on just what measures should be taken to clean up Puget Sound.
Problem: Considering the competing interests of environmental preservation, economic growth and cultural diversity and traditions, how can the health of Puget Sound be improved for a sustainable future?
5) Small groups research interests/beliefs of one of the stakeholder groups.
Hand out finding evidence graphic organizers for note taking--Students research what this group would likely support or oppose about each of the three competing interests. Which of the three concerns is would likely be of highest priority to this group? Is there a plan that addresses all three interests that this group might support?
As part of research, identify specific organizations associated with this stake holder group
(provide at least two groups/agencies)—students should make e-mail/phone contact to ask
this group about their views. (Potential for video conferencing?)—example of primary source
for research as well
6) Each group prepares a three minute persuasive “speech” to share at a roundtable discussion of various stakeholders. Include what they think should be priority in clean-up and why.
--After each group presents, ask students to prepare to discuss each other’s proposals and reach an agreement that all groups can support (Debate/discussion/argument)—
--Set a specific amt. of time for this…goal is all 8 agree, if no agreement in time allotted, have group vote on best proposal (group may make changes to any of the original proposals…should not compromise their most important values/beliefs).
Closure/ Assessment:
After discussion time, each group (individual) completes journal reflection…
a) Was an agreement reached?
If so, did it seem realistic—explain. If not, what were main barriers?
b) What proposal would you personally most support? Why?
c) Have students include reflection of how process felt and how what they felt strengths and weaknesses were of their contribution.
- TRANSITION TO THE BROAD PROPOSAL OF THE PSP and how they approached reaching agreement on action plan.
Show Bold cleanup plan to save Puget Sound gets green light (PSP video…) have students notice various speakers and the organizations each representhttp://www.psp.wa.gov/aa_action_agenda.php
PSP approach:
1. What is a healthy Puget Sound?
2. What is the current status of Puget Sound and what are the biggest threats to it?
3. What actions must be taken to move from where we are today to a healthy Puget Sound by 2020?
Where do we start?